| Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. | |
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MedLine Citation:
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PMID: 21252372 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed. |
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Authors:
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Jessica S Brown Waesche; Christopher Schatschneider; Jon K Maner; Yusra Ahmed; Richard K Wagner |
Publication Detail:
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Type: Comparative Study; Journal Article; Research Support, N.I.H., Extramural Date: 2011-01-20 |
Journal Detail:
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Title: Journal of learning disabilities Volume: 44 ISSN: 1538-4780 ISO Abbreviation: J Learn Disabil Publication Date: 2011 May-Jun |
Date Detail:
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Created Date: 2011-04-27 Completed Date: 2011-09-27 Revised Date: 2012-01-02 |
Medline Journal Info:
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Nlm Unique ID: 0157312 Medline TA: J Learn Disabil Country: United States |
Other Details:
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Languages: eng Pagination: 296-307 Citation Subset: IM |
Affiliation:
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Florida State University, Tallahassee, FL 32303-4301, USA. jwaesche@fcrr.org |
Export Citation:
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APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
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Child Child Language* Dyslexia / psychology* Educational Status Female Follow-Up Studies Humans Male Models, Psychological* Reading* Risk Factors |
| Grant Support | |
ID/Acronym/Agency:
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P50 HD052120/HD/NICHD NIH HHS; P50 HD052120-04/HD/NICHD NIH HHS |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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